Black Men Teaching: Toward a Theory of Social Isolation in Organizations

Autor/in	Bristol, Travis J.
Titel	Black Men Teaching: Toward a Theory of Social Isolation in Organizations
Quelle	In: Race, Ethnicity and Education, 23 (2020) 3, S.288-306 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bristol, Travis J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2019.1663960
Schlagwörter	African American Teachers; Males; Social Isolation; Professional Isolation; Urban Schools; Disproportionate Representation; Phenomenology; Teacher Attitudes; Teacher Characteristics; Peer Relationship; Collegiality + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Male; Männliches Geschlecht; Soziale Isolation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Phenomenological psychology; Phänomenologie; Psychologie; Lehrerverhalten; Peer-Beziehungen; Kollegialität
Abstract	While there continues to be increasing research about Black male teachers' school-based experiences, there is less empirical evidence on the variation in these experiences for this subgroup. Drawing on Kanter's Theory of Numbers and Group Composition, the researcher used the qualitative method to compare the perceptions of Black male teachers in schools that employ just one Black male teacher versus schools with larger numbers of Black male teachers. A theory of social isolation in organizations is proposed to explain differences in the variation of school-based experiences for Black male teachers. When compared to Black men in schools with larger percentages of Black male teachers on the faculty, those Black men who were the only Black male teachers on their faculty were more likely to describe feeling socially isolated and disconnected from their colleagues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01